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Colombia: Estudiantes indígenas de Nueva Zelanda llegarán a Colombia

Colombia / 08 de enero de 2017 / Fuente: http://www.eltiempo.com/

Maoríes estarán en Medellín gracias a beca que reforzará lazos lingüísticos entre ambos países.

Compartir experiencias de aprendizaje en lenguas y artes indígenas es el objetivo del primer grupo de doce estudiantes neozelandeses que llegará a la Universidad de Antioquia después de ser seleccionado por la beca Primer Ministro de Nueva Zelanda.

Los jóvenes, provenientes de la universidad Massey -localizada en Auckland, la mayor ciudad de ese país oceánico- intercambiarán conocimientos con estudiantes indígenas colombianos sobre métodos innovadores de aprendizaje de Te Reo Māori (la lengua maorí), así como conocimientos sobre el Tratado de Waitangi – que se firmó en 1840 entre representantes de la corona británica y jefes de las tribus que habitaban las islas – y su papel en la historia de Nueva Zelanda.

Esta es una nueva asociación que refleja los crecientes lazos culturales, lingüísticos y económicos entre Nueva Zelanda y Colombia”, dijo Leonel Alvarado, quien dirige la solicitud de beca y encabeza el programa de español de Massey en la Escuela de Humanidades de la universidad Massey.

El proyecto, titulado ‘LatinoAotearoa: difundiendo el mundo a través del Pacífico’, explorará los vínculos interculturales entre las lenguas y culturas españolas, inglesas y maoríes, así como las lenguas y culturas indígenas de América Latina.

Adicionalmente, los docentes que acompañarán a los becados presentarán a los estudiantes y maestros indígenas colombianos sus métodos de enseñanza de idiomas en español y Te Reo Māori, que han desarrollado en su institución.

Como parte del proyecto, los estudiantes de artes visuales maoríes diseñarán y crearán una obra de arte para ser instalada en el campus de la universidad colombiana. También, según la Universidad se espera que el proyecto se convierta en una gira de estudio bienal con estudiantes y personal de la Universidad de Antioquia llegando a Massey en años alternos.

Para los estudiantes de Nueva Zelanda será una oportunidad para ser embajadores culturales. «Será una valiosa oportunidad para trabajar e interactuar con sus compañeros colombianos y desarrollar proyectos colaborativos que fomenten la comprensión cultural, las conexiones y las amistades de toda la vida», dice Alvarado.

Fuente noticia: http://www.eltiempo.com/estilo-de-vida/educacion/estudiantes-indigenas-de-nueva-zelanda-llegaran-a-colombia/16787372

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Nueva Zelanda: Needs of children, not Big Food, must win out

Nueva Zelanda/Enero de 2017/Autor: Darren Powell/Fuente: NZ herald.com

RESUMEN: Parece que nuestra Autoridad de Normas Publicitarias, una vez más, no puede adoptar un código estricto de publicidad de alimentos para niños y jóvenes. Esto no es sorprendente. En las sociedades neoliberales como la nuestra, las necesidades del sector privado suelen tener prioridad sobre las necesidades de los ciudadanos, incluidos los niños. Esto es especialmente cierto para la industria de «Big Food». Que incluye a los productores multinacionales de alimentos y bebidas con poder de marketing masivo. Una serie de expertos en salud pública, periodistas, investigadores y el público culpar a los productos Big Food, el cabildeo y las prácticas de marketing para la obesidad infantil «crisis». Sin embargo, la industria de alimentos y bebidas refuta estas afirmaciones (notablemente, al argumentar que sus campañas publicitarias multimillonarias, enfocadas a los niños, no afectan el consumo de los niños) y ahora se reinventa con éxito como parte de la solución.

It looks as though our Advertising Standards Authority will, once again, fail to adopt a strict code of food advertising to children and young people. This is hardly surprising.

In neoliberal societies such as our own, the wants of the private sector frequently take priority over the needs of citizens, including children. This is especially true for the «Big Food» industry. which includes the multinational food and drink producers with massive marketing power.

A raft of public health experts, journalists, researchers and the public blame Big Food products, lobbying and marketing practices for the childhood obesity «crisis».

However, the food and drink industry refutes these claims (remarkably, by arguing that their multi-million dollar, child-focused advertising campaigns do not affect children’s consumption), and is now successfully re-inventing itself as part of the solution.

One so-called solution is a «commitment» (a concocted, self-regulated, non-binding commitment) to the World Health Organisation and various governments to restrict the marketing of junk food to children and to promote healthy lifestyles.

We see these «solutions» at work in multiple ways.

McDonald’s, for instance, sponsors numerous sports events, provides meal vouchers at junior football games and now advertises «healthy» products to children, such as wraps, sliced apples and bottled water – obviously the three most popular choices for a Happy Meal.

Nestle New Zealand provides free «health education» resources to schools. It has also marketed Milo, a recent «winner» of Consumer NZ’s Bad Taste Food Awards, as the «official drink of play».

Fuente: http://www.nzherald.co.nz/lifestyle/news/article.cfm?c_id=6&objectid=11776254

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Nueva Zelanda: Religious education not reflecting society

Nueva Zelanda/Diciembre de 2016/Fuente: Otago Daily Times

RESUMEN: En la culminación de una batalla de cuatro años, el padre Jeff McClintock solicitó permiso para presentar una apelación ante la Corte Suprema de Nueva Zelanda en octubre. Su caso impugnó el derecho de la escuela de su hijo a impartir clases de instrucción religiosa cristiana durante la jornada escolar, a la luz de la Ley de Declaración de Derechos que protege la libertad de religión y creencias. Se desestimó por no haber «asunto de importancia pública» en juego o «apariencia de error judicial» si no se concedía el recurso.

In  the culmination of a four-year battle, parent Jeff McClintock sought permission to bring an appeal to the Supreme Court of New Zealand in October. His case contested the right of his child’s school to hold Christian religious instruction classes during the school day, in the light of the Bill of Rights Act which protects freedom of religion and belief. It was dismissed on grounds of there being no «matter of public importance» at stake or «any appearance of a miscarriage of justice» if the appeal were not granted.

The legislation upon which current practices are based is 52 years old.

The issue of religion in education has long been ducked by government and by most educationalists. But immigration has brought a great increase in religious diversity – particularly to New Zealand’s cities where the majority of children live.

Here’s the problem. The Churches Education Commission (CEC) has a legal right to promote Christian beliefs in state primary schools under Section 78 of the 1964 Education Act, if boards of trustees are agreeable. Legislators in the early 1960s rightly assumed religious instruction by church volunteers would meet the approval of the vast majority of parents. At a time when about 90% of the population affiliated to Christianity, Bible in Schools had «social legitimacy». It met a social need. It is much harder to make a case for the social legitimacy of Christian instruction in state schools today.

In order to reconcile religious instruction with the secular education system established by the 1877 Education Act, the idea of school closure was introduced into this legislation. At any time of the school day a classroom could be deemed to be legally «closed» (while actually open) for religious instruction. This arguably has had at least two unforeseen and unintended consequences. Firstly, the separation of religion from the secular curriculum appears to prevent young people in state schools from learning about religions and beliefs.

Teachers and principals interviewed felt the subject of religion was «best avoided» by class teachers, in case of inadvertent indoctrination or causing offence. Some felt the subject was taboo, illegal, or irrelevant in a secular school.

Few made the distinction between religious instruction into a belief, and religious education about a variety of religious world-views. This distinction had not been made clear during teachers’ training or professional development. This means young people are not being given the opportunity to develop religious literacy: they learn to tolerate but not to understand the diverse beliefs making up New Zealand society.

Secondly, that the school was legally closed for Bible in Schools appeared, to a large degree, to allow educationalists to sidestep responsibility for monitoring CEC programmes and resources.

Representatives at the ministry and the NZEI stated they could not be held responsible for an activity outside the curriculum. Some teachers and principals argued they had no responsibility to provide information to parents about Bible in Schools because the school was closed for that lesson.

Because the programme is outside the curriculum, the Education Review Office does not check that parents are consulted frequently or that programmes are appropriate.

Constraints surrounding informed consent, opting-out and complaint processes for parents are numerous. Contrary to the judges’ statement in the McClintock case, my PhD research argues these are issues of public importance and matters of justice are at stake.

It appears religion in state primary schools has been insulated from international developments in religious education. From the 1960s, educationalists in many other plural liberal democracies have been developing appropriate ways to teach about religious diversity at every age of schooling. Immigration policy in New Zealand has created a religiously plural society. Education policy and practice does not adequately reflect this. It’s time for a review of legislation and practice and a debate about religions and beliefs as part of the curriculum.

Fuente: https://www.odt.co.nz/opinion/religious-education-not-reflecting-nz-society

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Nueva Zelanda: Secular Education Network appeals bible battle to UN committee

Nueva Zelanda/Diciembre de 2016/Fuente: Stuff

RESUMEN: Bajo la Ley de Educación, las escuelas primarias pueden cerrar por hasta una hora cada semana para clases de instrucción religiosa. Un grupo que lucha contra las clases bíblicas en las escuelas primarias está presionando para que las Naciones Unidas examinen la discriminación religiosa en Nueva Zelanda. La Secular Education Network cree que las clases tienen un impacto negativo en los estudiantes no cristianos, y no tienen lugar en un marco de educación secular. Eso es discutido por la Comisión de Educación de Iglesias – el mayor proveedor de instrucción religiosa en el país – que dice que la prohibición de las clases bíblicas sería una violación de los derechos humanos.

A group fighting against bible classes in primary schools is pushing for the United Nations to examine religious discrimination in New Zealand.

The Secular Education Network believes the classes have a negative impact on non-Christian students, and have no place in a secular education framework.

That is disputed by the Churches Education Commission – the largest provider of religious instruction in the country – which says that banning bible classes would be a breach of human rights.

Now, the network wants the issue taken up by the UN Committee on Economic, Social and Cultural Rights.

The committee will be reviewing New Zealand’s human rights record next year, along with the UN Committee on the Elimination of Racial Discrimination, and the Human Rights Commission is currently collecting submissions.

Under the Education Act, teaching in primary schools must be entirely secular. However they’re permitted to close for up to one hour a week, for the purpose of religious instruction.

Around 40 per cent of New Zealand primary schools engage in some form of religious instruction, while the rest are entirely secular.

Karl Le Quesne, head of early learning and student achievement at the Ministry of Education, says any religious programme must be approved by a school’s board of trustees.

«Schools may not discriminate against their students on the grounds of their religious belief or lack of it,» he said.

The network’s David Hines is concerned that while that may be the law, the reality is that students still experience discrimination in the classroom.

«When kids don’t attend the religious instruction class they, in many cases, get bullied by other kids,» he said.

«That scares a lot of kids and their parents, so they don’t complain about it.»

The commission’s Tracy Kirkley is disappointed by reports of students feeling ostracised, and insists that is not the intention of religious instruction.

«It’s a concern if kids are feeling that way,» she said.

«We’re obviously concerned about that, and that’s certainly something that we would not in any way encourage.»

Kirkley believes banning religious instruction would be a step in the wrong direction, and said the commission will make its own submission to the UN committee.

«To us it’s about maintaining and protecting the freedoms we enjoy in this country,» she said.

«There are mechanisms for people to choose whether their kids are in programmes, that’s the whole point of a democracy.»

But scrapping religious instruction entirely is exactly what Hines would like to see, especially given the changing demographics of New Zealand.

«If the present slide goes on, the non-religious people could well outnumber the number of Christians by the next census,» he said.

Kirkley concedes his point, and acknowledges that requests for religious instruction classes have dropped over the past few years.

«The face of New Zealand society has become a lot more diverse and multicultural, we totally understand that,» she said.

However Kirkley said the commission will continue offering religious instruction as long as there is demand from schools.

Submissions to the UN committee close in August 2017.

Fuente: http://www.stuff.co.nz/national/education/87627929/secular-education-network-appeals-bible-battle-to-un-committee

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Nueva Zelanda: Childcare centres losing teachers to kindergartens over pay

Nueva Zelanda/Diciembre de 2016/Fuente: Stuff

RESUMEN:   Una creciente brecha salarial en el sector de los servicios de guardería infantil ha dado lugar a un número cada vez mayor de maestros que abandonan los centros de la primera infancia en lugar de los jardines de infancia. La cuestión sobre el sistema de salarios a dos niveles se está gestando desde 2011. Esta vez el año pasado, los centros de la primera infancia estaban luchando para permanecer abiertos y algunos están insinuando ahora en la acción legal, según un experto de la educación. Peter Reynolds, director ejecutivo del Consejo de la Niñez Temprana, dijo que está harto de la disparidad salarial, diciendo que los jardines de infantes han recibido tres aumentos de sueldo en los últimos cinco años, mientras que los centros no tienen ninguno, aunque ambos están haciendo el mismo trabajo.

A growing pay gap in the childcare sector has seen an increasing number of teachers abandon early childhood centres in preference for kindergartens.

The issue over the two-tier wage system has been brewing since 2011.

This time last year, early childhood centres were struggling to stay open and some are now hinting at legal action, according to an education expert.

Early Childhood Council chief executive Peter Reynolds said he’s fed up with the pay disparity, saying kindergartens have received three pay increases over the past five years while centres have had none – although both «are doing the same job».

All we can do is make life awkward for [the government] by making it very public,» he said, «[particularly] when stupid decisions are made to raise pay rates for one part of the sector and not for another.

«The Government is creating a commercially unfair environment. Other centres are getting ready to make a stand on this – it may involve legal action.»

Reynolds said the council, which has a membership of more than 1100 centres, raised the issue with Minister of Education Hekia Parata and the Ministry of Education, but have been given no reason for the pay disparity.

«I’m hearing increasing stories of teachers working for childcare centres who are leaving their centre jobs when the opportunity presents itself to pick up a job in a kindergarten because they’re paid more for the same work,» Reynolds said.

Kindergarten associations employ their teachers under a single collective agreement. That collective agreement is negotiated between their union, NZEI Te Riu Roa, and the ministry.

The salary scale for kindergarten teachers ranges from about $35,300 to $73,000.

The education and care equivalent is about $33,600 to $68,400.

However, NZEI national executive Virginia Oakly said any increase in funding to the private sector won’t automatically be passed on to teachers through increased salaries.

«It’s bulk-funded and private operators can use the money as they wish – including as increased dividends to shareholders,» Oakly said.

«If the private sector wants parity of funding, that should mean parity of pay and conditions for teachers, not a bonus for owners and shareholders.»

Oakly said in her experience of hiring teachers, most are «desperate to get out of private centres and into kindergartens».

«They see that kindergartens have superior pay and conditions, and unlike most private centres, kindergartens employ 100 per cent qualified teachers while other centres can legally employ up to 50 percent untrained staff to work with the children,» she said.

«They see that kindergartens value their professional skills. Of course, because of that, very few kindergarten teachers move on, so teaching positions in kindergartens do not come up very often.»

New Zealand Kindergartens chief executive Clare Wells agrees.

«[K]indergarten teachers are covered by a single national collective agreement which sets their salaries and conditions [whereas] other ECE services negotiate with their staff for pay and conditions,» Wells said.

«[Previously], there was no oFbligation for [centres] to pass on the increased rates to their teachers – unlike kindergartens. In 2011, the Government stopped the ‘pass on’ funding, which has created increased pressure on services and the maintenance of parity where that existed.»

Reynolds said the Government is responsible for setting up the environment for which childcare operates in New Zealand and «pay disparity shouldn’t be happening».

«A clause in the agreement means that teachers employed in kindergartens have to be paid on a par with their primary school colleagues. Now, we don’t mind that – that sounds eminently fine, that the government pays more money to ensure that that happens.

«What we object to is the Government not also paying the same level of funding to their teacher-led early childhood services that are not kindergartens.

«They used to do that. They did that up until 2011, then they stopped. And ostensibly, the reason for stopping was the economic global recession, they couldn’t afford to continue making the payments.

«All we’re asking for is a level playing field,» Reynolds said.

«We’ve said to the Government that if they’re going increase kindergarten pay, then to pass that increase on to teacher-led services as well. If not, then don’t give the kindergartens any more increases,» he said.

«New Zealand is full of ECE centres running at a loss, battling to maintain quality and keep parent fees down, and eating up their reserves year after year to do so.»

Fuente: http://ssl-www.stuff.co.nz/national/education/86181610/Childcare-centres-losing-teachers-to-kindergartens-over-pay

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Nueva Zelanda: Poor maths result: Kids ‘aren’t developing problem-solving skills’

Nueva Zelanda/Diciembre de 2016/Fuente: RNZ

RESUMEN:  Los puntajes promedio de los estudiantes del Año 5 y del Año 9 de Nueva Zelanda fueron los más bajos en el mundo de habla inglesa, según un estudio publicado esta semana. Las puntuaciones han cambiado apenas a través de una serie de pruebas desde 2002, pero la brecha entre los mejores y peores estudiantes de este país ha aumentado. Glenda Anthony, co-directora del Centro de Excelencia para la Investigación en Educación Matemática de la Universidad Massey, dijo que las habilidades de los niños para las matemáticas parecía ser generalizada y era una gran parte del problema. «Lo que se tiende a hacer es tener a sus estudiantes de bajo rendimiento en un grupo que a menudo están recibiendo menos  oportunidades deseables de aprender, ya que están recibiendo un montón de hechos básicos de la práctica y la memorización, y no para desarrollar las habilidades de resolución de problemas que queremos.»

Maths and education researchers are blaming ability grouping – seating children together based on their academic ability – for New Zealand’s poor performance in an international maths test.

The average scores for New Zealand Year 5 and Year 9 students were the lowest in the English-speaking world, according to a study released this week.

The scores have barely changed over a series of tests since 2002, but the gap between this country’s best and worst students has increased.

Glenda Anthony, the co-director of the Centre of Excellence for Research in Mathematics Education at Massey University, said ability-grouping children for maths appeared to be widespread and was a big part of the problem.

«What that’s tended to do is to have your low achievers in a group that are often getting less than desirable opportunities to learn, in that they’re getting a lot of basic facts practice and memorisation, and not developing those problem-solving skills that we want.»

Professor Anthony said ability groups also reduced the amount of direct teaching that happened in a classroom.

«Our experience of being in classrooms is that often those groups that are working fairly independently. They’re a lot of the time not achieving a lot of learning.»

Professor Anthony said Massey University had great success with a project that got children to work together on maths in new ways.

«In the schools we have worked with, if we challenge this notion of ability grouping, teachers are just totally blown away with what children can do,» she said.

«But it requires them to teach in a different way, it requires them to design tasks that are more open. It requires them to have children working in very collaborative ways.»

David Mitchell, an adjunct professor at Canterbury University, wrote a book on evidence-based teaching and said streaming was bad, especially for children from poor families.

«Children in low groups, low streams, they are not given opportunities to learn equivalent to those in higher streams. It means that the children are exposed to lower order of the curriculum, they have low expectations placed upon them.»

In Porirua, Corinna School principal Michelle Whiting said children did maths in groups, but they were not organised by ability.

She said that was good for the high-achievers, who were expected to explain their thinking on how to solve a particular problem, but was also good for those who struggled.

«It gives an opportunity for students who might not have the confidence to share their ideas to be included in a group where it’s actually expected of them to do it.»

Ms Whiting said the school was part of the Massey University project that encouraged active inquiry into how maths works.

«We’re in our second year of that project and we are seeing accelerated learning in particular cohorts,» she said.

«We’ve seen a huge increase in students enjoying maths and wanting to do maths and one of the best things for me is students being able to articulate their thinking and also to question other students.»

Peter Verstappen, the principal of Wakefield School near Nelson, said his school gave up ability grouping two years ago in light of evidence that there were better ways to teach maths.

He said the results so far were mixed.

«Part of it is getting used to working in a different way. That means doing a lot of work on staff development and that takes time.»

Mr Verstappen said New Zealand schools had long-standing strengths in reading and writing and there was a tendency to put those first.

«At the junior end of the school the priority tends to be literacy first, then mathematics. And so when school gets busy, of those core subjects reading, writing, mathematics, I think what does tend to happen is if we have to drop something, it’s often the mathematics.»

Education Ministry spokesperson Karl Le Quesne said schools should vary the groups that students were placed in.

«If ability groupings are used in a static way some children may never have access to parts of the curriculum or to experience the thinking of their peers,» he said.

Mr Le Quesne said training teachers to teach maths better was a priority for teachers’ professional learning for the next three to five years.

«We are also providing Teaching Support through the ALiM (Accelerated Learning in Mathematics) and MST (Mathematics Support Teacher). These provide support for teachers in mathematics to lift achievement of students working below and well below the standard in Years 1-8. The MST programme is specifically designed to increase the number of specialist maths teachers in primary schools.»

Fuente: http://www.radionz.co.nz/news/national/319408/kids-‘aren’t-developing-problem-solving-skills’

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Oceanía: Disability support in schools ‘too weak’

Recommendations from a parliamentary inquiry into support for students with learning disabilities are «just lip service,» according to an advocacy group.

Labour Party, Greens and New Zealand First declined to support the recommendations, claiming triple the funding for high needs students was needed to address New Zealand’s «broken system».

But the Government says the report, which suggests capping funding at one per cent of the student population, is a step towards making it easier for families to access the support they need.

Minister for Education Hekia Parata says controversial recommendations around learning disability support give the ...

MONIQUE FORD / Fairfax NZ

Minister for Education Hekia Parata says controversial recommendations around learning disability support give the Government direction for an upcoming review.

Most would compel the Ministry of Education to develop formal support for schools and pathways for students with learning disabilities.

The report also recommended the ministry consider collecting school-entry data to measure need, «explore options for earlier identification» and «lift the capability of the specialist teacher workforce».

In a minority report, opposition parties said the recommendations didn’t do enough to secure disabled children’s rights to an education or ensure schools were inclusive.

They made 26 further recommendations, including creating a register of students with identified learning disabilities and centrally-funded wages for specialist teachers.

«Extreme situations, such as year-long waiting lists for specialist support, parents paying for extra support in state schools, or a child only receiving one hour of education per day, are not addressed by recommendations, which do not require targets or increases to the limited number of those currently in this skilled workforce,» the report read.

Labour Party education spokesperson Chris Hipkins said a culture shift was needed to better include disabled children in mainstream education, rather than relying on unskilled teacher aides.

«Using a child minder to keep them out of the way is not inclusive.»

The report added capped funding was «at the heart of problems» experienced by disabled students and their families as it made them compete against each other for assistance.

Dyslexia Foundation of New Zealand trustees chair Guy Pope-Mayell said the recommendations were commonsense, but would only inspire «slow, incremental progress» and were not the game-changer hundreds of impassioned submitters had hoped for.

Despite a 2015 Education Review Office report suggesting 80 per cent of schools were «mostly inclusive», submitters said disabled students suffered anxiety, isolation and bullying at school.

«The fact that the minority report’s recommendations aren’t going forward [is] really indicative of a lack of resolve to kick the inclusion ball into touch,» Pope-Mayell said.

«We are going to see what we have always seen – good words and intentions but not the change we need. It’s just lip service.»
Green Party MP and education spokesperson Catherine Delahunty, who helped initiate the inquiry, was «frustrated» the recommendations, if passed into law, would be undermined by parts of the Education Act that allow schools to exclude children for behavioural reasons.

«The recommendations I did manage to get through are quite good but they’re just too weak compared to the scale of the broken system.

«The law needs to be clarified and there needs to be an enforceable right to education. Families can’t afford to go to court to argue this stuff.»

She said legislative change mandating inclusive education would have flow-on benefits for the justice and mental health systems.

Minister for Education Hekia Parata said the Government knew the current system of learning support was «too complicated».

The Education and Science Select Committee report into support for dyslexic, dyspraxic and autistic students, tabled in Parliament on Friday, made 46 wide-ranging recommendations.

Fuente:

http://www.stuff.co.nz/national/education/86739554/govt-recommendations-for-disability-support-in-schools-too-weak-detractors-say

Fuente imagen:

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